Managing Five Students of The 4th Grade Who Talked and Moved Around in The Class At SDK BPPK Bandung.

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ABSTRACT

Selama masa magang sebagai guru Bahasa Inggris mulai dari tanggal 11 Juli 2011 sampai 27 Agustus 2011 di SDK BPPK Bandung, saya menemukan masalah yaitu saya tidak mampu menangani lima orang dari dua puluh enam siswa kelas IV yang sering berbicara satu sama lain dan keluar dari tempat duduk mereka ketika saya sedang mengajar di dalam kelas maupun saat siswa sedang mengerjakan tugas.

Masalah ini memiliki beberapa sebab dan akibat. Penyebabnya adalah bahwa saya seorang guru baru dan pengetahuan saya tentang classroom management masih sedikit, juga saya tidak memiliki peraturan dan

prosedur yang harus dipatuhi oleh siswa. Akibatnya, kelas menjadi berisik dan tak terkontrol lagi, saya sangat terganggu akan situasi ini ketika mengajar, saya tidak mengajarkan materi pelajaran sepenuhnya karena saya harus mengatasi masalah tersebut, serta siswa tidak menyelesaikan tugas-tugas yang saya berikan. Selanjutnya, saya menemukan tiga pilihan solusi yang dapat membantu saya untuk mengatasi masalah tersebut. Pertama, saya harus membuat dan menerapkan peraturan dan prosedur tentang apa yang boleh dilakukan dan tidak boleh dilakukan oleh siswa di dalam kelas. Kedua, saya harus mengawasi siswa dengan berkeliling di dalam kelas ketika siswa sedang mengerjakan tugas. Ketiga, saya harus memanggil nama siswa yang sering berbicara dan keluar berjalan-jalan ke bangku siswa yang lain lalu saya terus mengawasi siswa tersebut hingga dia kembali ke tempat duduknya dan mengerjakan tugasnya.

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APPENDICES

A.FLOWCHART

1.I was a new teacher in that school who had no experience in managing students in the classroom.

2.I lacked classroom management knowledge.

3. I did not give any guidelines about classroombehavior in my first day teaching.

Effects

1.The class became noisy and uncontrollable.

2.I was really distracted by their behaviors.

3.I could not teach the lessons to the students completely.

4.The students did not finish their the assignments that I gave them. Problem

Causes

I have a difficulty in managing five students who talked and moved around in the class while I was teaching and when they were working on class assignments in the 4th grade class at SDK BPPK Bandung.

1.The rules that I make will be difficult to apply in doing activities such as games, group works, and discussion in the class.

2.It is difficult to maintain the rules consistently for me as a new teacher.

3. It takes energy and courage to enforce the rules.

I have to establish rules and procedures of the class regarding talking and moving, and I apply them when I teach in the classroom.

1.The students will be silent and focused while I am teaching lessons and when they are doing their assignments.

2.The students will finish their assignments.

1.As I get back to my desk after walking around the class, the students will talk to each other again.

I have to move around the class regularly when the students are doing their assignments.

1.I can monitor the students.

2. The students will focus on doing their assignments.

I call the names of students who talk or move around room while I am teaching or while they are working on their assignments and talk to them to get back to their seats and keep silent by maintaining eye contact until the students stop talking or moving. 1.The students will stop

talking or moving for a moment, but after a few minutes, they will talk or move around again.

2. It diverts my focus on calling the students’ names and talking to them to get back to their seats instead of teaching the lessons.

1.The students will hesitate to talk and move around again while I am teaching or while they are working on assignments.

2. They will get back to their seats and continue their works again.

I have to establish rules and procedures of the class

regarding talking and moving in the classroom.

Chosen Pot. Sol

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B. EXAMPLES OF RULES AND PROCEDURES

RULES

Be respectful of rights of

others

 Treat everyone with respect

 No teasing

Be polite and helpful

 Say please

 No fighting

Respect the properties of

other

 Keep room clean

 Don’t use other supplies

Listen to other’s idea

 Pay attention when others are talking

 Pay attention when teacher is teaching

 Don’t call out or interrupt

Other rules

- Moving out from seats is not

allowed when teacher is teaching - Moving out from seats is allowed

when students turning in an

assignment, going to the restroom,

and have got teacher’s permission

- Talking is not allowed when the teacher is explaining the lesson. - Talking is allowed when asking

teacher and another students about an assignment.

Source: Adapted from Learning to Teach (166)

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PROCEDURES

Morning Procedures

(For Students)

Other Procedures

(For Teacher)

1) Sharpen your pencil

2) Turn in homework to the

teacher’s desk

3) Copy down all homework

assignments

4) Complete warm-up activity on

the board

5) When finished, wait quietly in

your seat until the teacher

begins class and gives

instructions.

 Praying

 Reading time

 Writing workshop

 Group work

 Games

 Transitions between

activities

 Instruction time versus

working time ( I. e,--in

groups, on projects,

individually, etc)

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C. LIST OF REWARDS AND CONSEQUENCES

(FOR STUDENTS)

Rewards

_Consequences

The rewards of obeying the rules and procedures

everyday:

 Extra points

 Extra time for recess

 Special gifts

 Serving as a class leader and helper for teacher

 Get gold stars or happy faces

The consequences of breaking

the rules and procedures

:

 Taking points away

 Expelling from class

 Time out (lose recess time or no recess time)

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D. APPENDIX: INTERVIEW TRANSCRIPT

Name of interviewer : Lukman Fery Purba Name of respondent : Erna Meliana

Day & date of interview : Wednesday, 20 July 2011

Place of interview : Teachers’ room, SDK BPPK

Lukman : Hallo Bu Erna, Selamat pagi. Saya mau menanyakan beberapa mengenai SDK BPPK.

Erna : Oh, iya, boleh, silahkan.

Lukman : SDK BPPK ini berdiri pada tahun berapa ya bu? Dan bagaimana sejarahnya?

Lukman : Ohh, ya. Trus, siapa dulu yang pertama kali membentuk sekolah ini bu?

Erna : SDK BPPK ini adalah sekolah swasta, dan dulu dekolah ini dibentuk oleh sinode gereja GKP, Gereja Kristen Pasundan, yaitu YBPPK GKP.

Lukman : Kepanjangan YBPPK itu apa ya bu?

Erna : Yayasan Badan Perguruan dan Pendidikan Kristen. Lukman : Oh ya, bu, Visi dan Misi SDK BPPK itu apa ya?

Erna : Visi SDK BPPK yaitu menjadi sekolah yang mengutamakan mutu penyelenggaraan pendidikan, terbuka bagi semua

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Untuk menjadi guru di SDK BPPK syaratnya apa saja ya bu, dan tugas-tugas sebagai guru disini apa saja?

Erna : Nah, kalau untuk menjadi guru di sini, pertama-tama harus diajukan kepada YBPPK dan mendapatkan persetujuan dari

Lukman : ohh begitu. Alat bantu yang digunakan di sekolah ini apa saja ya bu?

Erna : alat bantu yang digunakan antara lain yaitu buku pegangan buat siswa, buku latihan siswa, papan tulis, spidol dan kapur warna, alat peraga IPA seperti mikroskop, gelas ukur dan kerangka korso. Dan alat peraga IPS seperti Peta atau Atlas, komputer dan rol panjang.

Lukman : ok, kalau hubungan dalam dan antardepartemen di sekolah ini bagaimana bu?

Erna : Hubungan dalam dan antardepartemen yaitu kepala sekolah bertanggungjawab kepada yayasan BPPK KPS

Lukman : oh begitu. Jadi semua tergantung kepada yayasan ya bu? Erna : iya benar.

Lukman : saya masih ada satu pertanyaan lagi nih bu. Bagaimana mengenai struktur organisasi di SDK BPPK ini?

Erna : Ohh, iya, kalau struktur organisasi nanti minta saja ke Pak Yakin. Ada di dalam data komputer.

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CHAPTER I

INTRODUCTION

A. Background of the Study

For my internship program which started on July 11, 2011, I chose to

do my internship in teaching area. I thought that teaching would be

interesting and challenging to build my soft skills and hard skills. In

addition, I have never taught before. Therefore, it would add to my

experience.

During my internship as an English teacher in 4th and 5th grade class at SDK BPPK Bandung for almost two months from July 11, 2011 to August

27, 2011, I had a difficulty in managing five (5) students (three (3) female

and two (2) male students from twenty six (26) students in the class) who

often talked to each other and moved around in the 4th grade class while I was teaching English for 45 to 90 minutes per day in three times a week.

They also liked to move around the class when they were working on their

assignments. This difficulty became my problem during my internship. The

description of my problem is supported by John Andrius in his article

“Case study – Whole Class out of Their Seats,” he states that,

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During independent work time, the problem is especially severe. At any

given time, there may be as many as five students out of their seat.

Some students are talking to each other, others are turning papers,

and some of the students just seem to be wandering around. (par.2)

In addition, Richard I. Arends in his book Learning to Teach also says that

in classrooms, many teachers find “students talking when quite desired,

students not working on a seatwork assignment the teacher has given, or

students getting out of their seats at inappropriate times” (159). In my

case, as the consequences, the class was noisy and uncontrollable. In

addition, I was disturbed and could not concentrate in delivering the

teaching materials and their assignments were not finished.

Therefore, this term paper discusses this problem. This problem is

important to analyze because it can be a guide for beginning teachers who

have no experiences in managing students in the class. Therefore, I am

encouraged to write this term paper to find out the ways to manage

students who often talk or move around or walk from their seats while the

teacher is teaching. The analysis will be written systematically and

critically to define the causes, effects, and potential solutions of the

problem.

B. Identification of the Problem

In this term paper, the problem will be analyzed to find out the answers

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1. Why was it difficult for me to manage the class where the students

talked and moved around while I was teaching and when they were

doing the assignments?

2. How did this difficulty affect me as the teacher and the lessons?

3. How can I manage this class?

C. Objectives and Benefits of the Study

The aim of this study is to analyze what made me not able to manage

the class where the students talked and moved around while I was

teaching and when the students were working on class assignments, and

how the difficulty affected me as a teacher and the lessons. This term

paper will also explain how to solve it.

There are benefits of doing this research. First, the benefit for me as

the writer is that I get the knowledge of how to manage the class where

students talk and move around when the teacher is teaching or when they

are working on their assignments. I can apply the knowledge when I teach

in a class, either in a school or a private course in the future. Second, the

benefit for the readers who want to be teachers or are beginning teachers

is if they experience the same problem, this will help them in solving it.

Third, the benefit for the institution is this research can be used in the

school to be a guide for beginning teachers there who may experience the

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D. Description of the Institution

Mrs. Erna Meliana, the headmaster of SDK BPPK, states that SDK

BPPK Bandung is a private school which was established on July 1, 1950

on Jl. Padjadjaran No. 83 Bandung. Then, in 1958 it moved to Jl.

Pasirkaliki No. 93 Bandung. In 1999, it moved again to Jl. Padjadjaran No.

91, and it stays there since then. SDK BPPK Bandung was founded by

GKP Synod ( Gereja Kristen Pasundan) under the license of YBPPK-GKP

(Yayasan Badan Perguruan dan Pendidikan-Gereja Kristen Pasundan).

The vision and mission of SDK BPPK Bandung are based on Christianity.

The vision is being a reputable private school which provides high quality

education, open to public, and based on Jesus Christ’s model and

discipline. The mission is being an excellent private school through

academic and non-academic achievements based on Christian values.

E. Method of the Study

In doing this term paper, there are two methods of study that are used.

The first method is doing observation and my experience during my

internship which is recorded in my internship journal. And the second

method is doing library research on books and internet sources.

F. Limitation of the Study

The object of my research is five students (three (3) female and two (2)

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moved when I was teaching them or when they were doing their

assignments in class during English lessons in the 4th grade class when I did my internship at SDK BPPK Bandung from July 11, 2011 to August 27,

2011.

G. Organization of the Term Paper

This term paper starts with the Abstract in Bahasa. The Abstract

contains the summary of chapter one until four. After the Abstract, there

are Declaration of Originality, Acknowledgements, and Table of Contents.

Next, Chapter I is the Introduction which is divided into seven parts.

They are Background of the Study, Identification of the Problem,

Objectives and Benefits of the Study, Description of the Institution, Method

of the Study, Limitation of the Study, and the last one is Organization of

the Term Paper.

Then, Chapter II is Problem Analysis which discusses the causes and

effects of the problem. Chapter III discusses the Potential Solutions of the

problem. There are three potential solutions with their negative and

positive effects. Chapter IV is the Conclusion which explains the chosen

solution and the reasons why the solution is considered the best. The last

parts are the Bibliography and Appendices which contain the flowchart,

examples of rules and procedures of the classroom, list of rewards and

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CHAPTER IV

CONCLUSION

In chapter II, I have explained the causes and the effects of my

problem. There are three causes and four effects of my problem. The first

cause is I was a new teacher in that school who had no experience in

managing students in the classroom. Second, I lacked of classroom

management knowledge. Third, I did not give any guidelines about

classroom behavior in my first day teaching. Then, the first effect is the

class became noisy and uncontrollable. Second, I was really distracted by

their behavior. Third, I could not teach the lessons to the students

completely. Fourth, the students did not finish their assignments. In

chapter III, I have explained three potential solutions for my problem

including each of their negative and positive effects. The first potential

solution is I have to establish rules and procedures of the class regarding

talking and moving, and I apply them when I teach in the classroom. The

second potential solution is I have to move around the class regularly

when I am teaching and the students are doing their assignments. Then,

the third potential solution is I call the names of students who talk or move

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assignments, and I talk to them to get back to their seats and keep silent,

and I maintain eye contact until the students stop talking or moving.

Actually, these three potential solutions can be used when I teach in

the class. However, the potential solution that I consider to be the best

solution is I have to establish rules and procedures of the class regarding

talking and moving in the classroom. “Rules are statements that specify

the thing students are expected to do and not to. Procedures are the ways

of getting work and other activity accomplished” (Richard I. Arends 165).

Establishing rules and procedures can help both teachers and students to

flow effectively in the teaching and learning processes with less of

disruptions in the classroom. As stated in Success as A Teacher that,

“teachers have a set of rules for their students to follow. Often, these rules

inform students about what they can do and can’t do in a classroom. The

intent is to create a sense of order and comfort so teaching and learning

can take place” (Anthony D. Fredericks 186). Also, as stated in the article

“Use Procedures” that, “if students know exactly what they are supposed

to do and what is expected of them, the less likely they are to cause

disruptions” (par.6). It means that by having procedures, there will be less

students who talk and move around when the teacher is teaching or when

the students are working on their assignments. Procedures and rules can

create productive learning for all. That is the reason why I choose this

potential solution as the best solution for my problem.

The second and the third potential solutions also can be applied when I

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potential solution for my problem. I do not choose the second potential

solution to be the best solution for my problem, because it can only be

applied when the students are doing their assignments, but it cannot be

applied when I am teaching in front of the class. Also, I do not choose the

third potential solution to be the best solution for my problem because it

disturbs my concentration while I am teaching. Thus, the first potential

solution is better than the second and the third potential solutions,

because the first potential solution can be applied both when the teacher

is teaching and also when the students are doing their assignments in the

classroom. Moreover, it makes me able to concentrate in teaching the

materials. If the first potential is enforced, it will create productive teaching

and learning processes. As stated by Emma McDonald in the article

“Setting Expectations” that, “by having rules and procedures in the

classroom, it creates a well-disciplined class which in turn support student

learning” (par.9).

Finally, I conclude this term paper with a suggestion that new teachers

should establish rules and procedures in their first day of teaching or in the

first year of teaching. Hence, the teaching and learning processes will run

well. If we have established rules and procedures, we have to be

consistent to maintain them and explain them to the students clearly so

that the students can understand what is expected to do and not to do in

the classroom. Moreover, the teachers also have to set a list of the

rewards for students’ obedience and consequences for students’

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posted and explain to the students, so that the students can understand

and obey the rules. As a result, during our class, I will concentrate teach

the lessons, and the students will focus and do their assignment instead of

talking to each other students and moved around inappropriate times in

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BIBLIOGRAPHY

Printed Sources

Arends, Richard I. Learning to Teach. 5th ed. Singapore: McGraw-Hill Book Co., 2001.

Fredericks, Anthony D., Ed.D. Success as a Teacher. New York: Penguin

Group, 2005.

Electronic Sources

Andrius, John. “Case Study-Talking During Lessons.” Teacher Matters.

2012. 25 April 2012<http://www.teachermatters.com/classroom-

discipline/case-studies/talking-during-lessons.html>.

---. “Case Study-Whole Class out of Their Seats.” Teacher

Matters. 2012. 25 April 2012<http://www.teachermatters.com/

classroom-discipline/casestudies/whole-class-out-of-their-seats.html>.

Churchward, Budd. “11 Techniques for Better Classroom Discipline.”

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Farlex. “Monitor”. Thefreedictionary.com. 2012. 11 June 2012.

<http://www.thefreedictionary.com/monitor>.

McDonald, Emma. “Can’t They Get Quiet?: Student Talking Issues.”

Inspiring Teachers. 2012. 11 May 2012.

<http://www.inspiringteachers.com/classroom_resources/articles/

classroom_management_and_discipline/student_talking_issues.html>.

---. “New Teacher Advisor.” Education World. 1996-2011.

2 April 2012. <http://www.educationworld.com/a_curr/columnists

/mcdonald/mcdonald021.shtml>.

---. “Setting Expectations.” Inspiring Teachers. 2012.

11 May 2012.<http://inspiringteachers.com/classroom_resources/

articles/classroom_management_and_discipline/setting_

expectations.html>.

Neas, Linda M. Rhinehart. “Classroom Management Strategies to Control

Talking.” Bright Hub. 9 Juni 2011. 8 Maret 2012.

<http://www.brighthubeducation.com/classroom-management/28981-

Strategies-to-control-talking-in-class/>.

Sasson, Dorit. “How New Teachers Can Manage a Classroom.” Suite 101.

15 Dec 2009. 14 April 2012

<http://doritsasson.suite101.com/how-new-teachers-can-manage-a-

Classroom-a180269>.

Shore, Kenneth. “Constant Chatter.” Education World. 1996-2011.

8 Maret 2012.<http://www.educationworld.com/a_curr/shore/

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“Use Procedures.” Inspiringteachers.com. 2012. Inspiring Teachers.

11 May 2012.<http://www.inspiringteachers.com/classroom_resources

/tips/classroom_management_and_discipline/use_procedures.html>.

Interview Source